CONTEXT CLUESPURDUE UNIVERSITY SPECIAL EDUCATION PRACTICUM

Observation of Student Teacher Candidate

Student Teacher: Amie Weyer

Date: November 1, 2017 Observer: Fran Feinberg Observation: 1 2 3 4 5 6 7 8 9

STAGES OF DEVELOPMENT
P = Polished (performed as an experienced teacher)
C = Capable (performed as a student near the end of preparation)
D = Developing (performed as a student in preparation)
B = Budding (showed awareness and beginning skills)
N = Not demonstrated
Instructions: In your completion of this form
consider observations of the student teacher
interacting with students, discussions with the student
teacher, reflective journal entries and planning
materials. Please circle the letter corresponding to
the description that most accurately describes your
observations. Feel free to comment on individual
items where appropriate.

Instructional Design & Delivery

built context prior to teaching (asked questions to activate prior knowledge,
showed visuals) P C D B N
selected appropriate content for instruction P C D B N
aligns content with state standards and/or IEP goals P C D B N
used evidence-based instructional strategies P C D B N
motivated ALL students to participate P C D B N
used knowledge of students' learning differences to individualize instruction P C D B N
facilitated understanding for students with disabilities whose primary language is
not English P C D B N
knew subject matter P C D B N
used materials and technology to support planning and instruction P C D B N
required technology use by students P C D B N
created professional looking materials P C D B N
matched expectations to the unique characteristics, abilities and behavior of
students P C D B N
employed a variety of innovative teaching methods to create meaningful &
challenging learning P C D B N
promoted inquiry and problem solving P C D B N
encouraged students' critical thinking P C D B N
promoted active student learning P C D B N
planned for generalization across multiple contexts P C D B N
Classroom Management and Organization
was organized and prepared P C D B N
managed time effectively P C D B N
clearly established student expectations P C D B N
monitored the classroom and divided attention among all students P C D B N
captures and maintains students' attention during instruction P C D B N
engaged students in meaningful tasks P C D B N
used positive methods to teach behavior P C D B N
managed transitions effectively P C D B N
treated all students equitably P C D B N
 created a safe, positive supportive learning environment where diversities are
valued P C D B N
promoted self-awareness, self-management, self-control, self-reliance and self-
esteem P C D B N
safely intervened with a student in crisis P C D B N
treated all students with respect & understanding P C D B N
Communication Skills
built rapport with students, colleagues & parents P C D B N
used appropriate mechanics (e.g. grammar, spelling, punctuation) in all forms of
writing P C D B N
gave clear, concise instructions P C D B N
explained subject matter at instructional level of students P C D B N
used proper volume and pace P C D B N
expressed ideas clearly and appropriately P C D B N
used AAC and assistive communication technologies in the classroom P C D B N
used effective non-verbal communication P C D B N
Assessment & Evaluation
monitored students' understanding and identified needs P C D B N
made instructional adjustments based on assessment and progress P C D B N
graded student work and provided feedback P C D B N
taught at instructional levels of students P C D B N
conducted formal & informal assessments of behavior P C D B N
used results of assessments to develop IEPs and make decisions with families &
colleagues P C D B N
planned accommodations on local & statewide assessments P C D B N
used multiple assessment strategies to evaluate learning objectives P C D B N
adapted assessments and/or procedures for students with special needs P C D B N
Professional & Ethical Practice
was dependable, responsible and arrived on time P C D B N
appeared professional, confident and mature P C D B N
welcomed constructive criticism and suggestions P C D B N
demonstrated passion and committed to teaching students with and without
disabilities P C D B N
participated in professional development to remain current with best practices P C D B N
regularly reflected on and adjusted their practice P C D B N
worked collaboratively with school personnel, families and the community P C D B N
provided guidance and direction to paraeducators P C D B N
spoke respectfully to and about all groups and individuals P C D B N
worked for the inclusion of students with disabilities into the LRE P C D B N
is viewed as a specialist and a resource in collaboration P C D B N
Advocated for the rights of all students with disabilities P C D B N
collaborated with families, educators, service providers & agencies for service and
transition planning P C D B N
.
Parts of a paragraph lesson
Group 1- 5 students
You had a colorful burger poster displayed on the white board. Then you explained that each part together will
create a paragraph. After you explained you had students retell the parts of the paragraphJ
Colored markers were used to highlight different parts of the paragraph. The students were actively engaged
and all were attentive.( learning materials and learning activity)
After you did the first paragraph together the students were then to highlight the next paragraph independently
using all markers.
FYI- In Elementary Ed you will need to have the paper or book if available for the supervisor who is observing
you.
You were very prepared and had several activities to reinforce the objective of parts of a paragraph. I believe
the sentence strips given out were differentiatedJ
You asked the students to read their reassembled paragraph. Then others stated if they thought the paragraph
was in order. You continued to try to have the students identify why the sentences were in order or not using the
correct vocabulary.
Some students were needing to see their peers paragraph (visual learner not auditory.)

Group 2 3 students
Introduction and objective stated similarly to group 1

One bay was less attentive. Is there something you could have done to get him reengaged? Possibly stating
motivation-Telling why this is important. Once he received his marker he was more engaged.
I was happy to see the young lady in this group refer to the chart on the whiteboard.
Go job of going to the boy who did not get started by taking the clip off and spreading out his sentence. He then
acted that he did not understand what to do. Perhaps reminding him to read all the sentences first.
The young lady was done early. You might have checked her and given her another paragraph to organize.
It was good you had / F/ read his paragraphs out loud.

This lesson was much improved from the last lesson. Students engaged and all but 1 seemed motivated:) he may
need something different to keep him engaged. Try to remember closure.
Very good job!